Volume 29, Number 2, November 2015
Exam links
Using this issue for AQA AS and
A2 geography
David Redfern
Article
Page
numbers
AS
Where has our beach gone?
The impacts of the UK’s
2014 storms
2–6
Coastal environments
(Physical option)
Question and answer
Migration
7–9
Population change (Human
core)
Asha; case study of an NGO
in Delhi
10–13
Development and
globalisation (Human
option)
Conflicts and challenges
(Human option)
Changing places
Manchester Ship Canal: a
case study of floodplain
development
14–16
Conflicts and challenges
(Human option)
Building on the basics Sealevel rise
17–19
Cold environments; Coastal
environments (Physical
options)
Centrepiece Ebola
20–21
Health issues (Human
option)
Using GIS to map quality of
life
22–26
Unit 2
Unit 4A
Geographical skills Using
census data
27–29
Population change (Human
core) and Unit 2
Unit 4A
Geographical ideas The
Anthropocene
30–31
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A2
Weather and climate and
associated hazards
(Physical option)
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River deltas at risk: a case
study from the
Mediterranean
32–36
Rivers, floods and
management (Physical
core) and Coastal
environments (Physical
option)
Everybody’s talking about…
Sovereign wealth funds
36–39
Energy matters Kashagan:
case study of a troubled oil
‘megaproject’
40–41
Energy issues (Human
option)
The Big Picture Managing
erosion in coastal dunes
42
Coastal environments
(Physical option)
Development and
globalisation (Human
option)
Where has our beach gone? The impacts of the UK’s
2014 storms
As with The Big Picture on the back page of the magazine, this article will be of great interest to
students of the AS physical option Coastal environments. Coastal erosion is often examined in the
context of cliff coastlines on which distinctive landscapes are produced. This article considers coastal
erosion in the context of beaches, and examines the impact of the UK storms during the winter of
2013/14.
The article provides a background to the storms, and looks in detail at the variety of impacts that
occurred. Reasons for differences in impact around the southwest of England are provided, along with
an examination of the factors responsible. An interesting feature of this area of study is finding out
where the eroded material goes to. Basically it goes either inland of the beaches, seaward from the
beaches or along the beaches — again each creating a different impact.
This is a fascinating and highly readable piece that is essential reading for students of this option.
Question and answer Migration
This piece should be essential reading for students of the AS core human topic – Population change.
Although the actual question does not come from an AQA paper, its context is covered by the AQA
specification. Furthermore, the range of tasks is similar to that in the AQA specification. There are
data-stimulus questions, a short knowledge-based question, and an extended prose task that requires
deeper understanding of the topic area – in this case the range of impacts of migration. Students
should take heed of the excellent advice offered here.
Asha: a case study of an NGO in Delhi
This interesting article will be of direct interest to A2 students of the human options Development and
globalisation and Contemporary conflicts and challenges. Both these options require students to
examine the issues faced by people living with a low quality of life and in poverty. Candidates should
also examine the ways in which other people and organisations, at various levels, are seeking to
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improve the lives of these people. This article provides an excellent case study to assist in each of
these areas of study.
ASHA is an NGO operating within several slum communities in Delhi, India, and is a fine example of a
‘bottom-up’ initiative — one involving local people in responding to their problems. ASHA has a multistranded approach, seeking to improve healthcare, levels of education and empowerment, the
environment and access to appropriate forms of finance, all within the community. For each of these
strands, useful detail is provided of the issues faced, and the strategies being employed to address
them. The article ends with an overview of the continuing challenges the NGO faces — future funding,
provision of placements for its successful ’graduates’, accessing political will and even finding its
future leader as the founder nears her retirement.
This interesting article should be desired reading for many A2 students.
Changing places Manchester Ship Canal: a case
study of floodplain development
The main way in which this piece will be of use to students of the current AQA A-level course is for the
Human option Contemporary conflicts and challenges. In this option students are required to examine
the origin of geographical conflict, its expression and its resolution. They are also required to study
one conflict at a local scale. While the area discussed in this article is probably a little too large for the
latter, it does provide an interesting context which illustrates the complexity of many such conflicts in
the UK.
A number of actors, or participants, are involved, each with different priorities: a property developer
(the largest in the UK), a government agency, the courts, not forgetting residents and other
landowners. The case study may provide useful support material for some of the general themes
regarding conflicts stated earlier.
Teachers should also note that this example may be of use in teaching the new A-level geography
specifications from 2016, where the theme of ‘Changing places’ is a compulsory feature.
Building on the basics Sea-level rise
Sea-level change is covered by two of the AS physical options – Cold environments and Coastal
environments. This article focuses on the reasons for and impacts of sea-level rise, with particular
emphasis on more recent times where the majority of eustatic sea-level rise can be attributed to the
effects of climate change. There is also a brief section on the impact of isostatic sea-level change
which of course has been more long term. However, it should be pointed out that the development of
landforms due to submergence is not covered.
Teachers with an eye on the future should take note of a useful section on positive feedback
mechanisms in the piece.
Centrepiece Ebola
This Centrepiece will be of direct interest to AS students of the human option Health issues. These
students are required to study one infectious disease – its distribution, and its impact on health,
economic development and lifestyle. Most students of this option study a disease such as HIV/AIDS or
malaria. But here is another disease which has featured strongly in the news over the past year or so.
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Students with a keen interest in health matters will therefore find this spread useful. Please note
though that students will not be asked about causes, symptoms or management of the disease in an
examination context for AQA.
Using GIS to map quality of life
Sadly the use of GIS in current levels of AS and A2 fieldwork is lacking. The reasons could be the lack
of suitable expertise and equipment (or access to it) in schools, or lack of confidence by many
teachers and students in its application. This article provides an excellent example which students and
teachers alike could replicate in their own areas....assuming of course they have access to the type of
online platform used here.
It should also be noted that the example outlined and discussed here is largely classroom based — it
would need to be supported by some fieldwork to supplement the activity. Finally, with one eye on the
future, teachers might want to store this article for work they will need to do on Changing places and
crowd-sourced data under the remit of the forthcoming specifications.
Geographical skills Using census data.
This Geographical Skills will be of use to all students of the AS course for their work on the core topic
Population change and related work in preparation for the examination Geog2. It may also be of use
for A-level students who will be sitting the examination paper Geo4A where questions on data
collection, including big data, may be asked.
The article outlines the purposes of the UK census, how the data are collected and processed and
then provides some summary information of the changes in the UK between 2001 and 2011. All of
these aspects will be useful to AS students.
Geographical ideas The Anthropocene.
This article may provide a general discussion point for all students of A Level Geography with an
interest in environmental matters including climate change. More specifically, although of little direct
relevance to the current GCE course, students of the A2 Physical option Weather and climate and
associated hazards may find the development of this new concept interesting. These students often
become confused by the terms Quaternary, Pleistocene and Holocene when used to explain the
importance of climate change. These terms refer to periods of time which are respectively millions and
thousands of years in length – the proposed new term of the Anthropocene refers to recent decades
only – the time when many scientists suggest humans have made a significant damaging effect on the
atmosphere and climate.
The underlying principles of humans needing to be more protective of the planet are not new – for
example the views of James Lovelock and the Gaia principle. We shall see whether this new concept,
which is at the moment seems to be a source of strong academic debate, is deemed to be as equally
important or popular. Some may see it as yet another example of negative doom and gloom
geography with an undercurrent of scaremongering. Others may see it as a new era of opportunity,
such as the recent (aptly named) winner of the Royal Society book prize, Gaia Vince, with her book
‘Adventures in the Anthropocene’.
Philip Allan Publishers © 2015
www.hoddereducation.co.uk/geographyreview
River deltas at risk: a case study from the
Mediterranean
This article provides useful extension material for students of both the physical core topic Rivers,
floods and management, and the physical option Coastal environments. Deltas are in the specification
for the former and sea-level change for the latter. Selective use of case-study material from within this
detailed article could be worthwhile in both areas.
Everybody’s talking about… Sovereign wealth funds
This contemporary piece will be of most use to A2 students of the Human option Development and
globalisation. An integral requirement of this option is to remain up to date with how the global
economic system operates. This excellent piece is another from Simon Oakes providing the
opportunity to do just that. It may also be of more general interest to other geography students, many
of whom are football supporters and/or users of social media.
Sovereign wealth funds are essentially huge national ‘piggy-banks’ seeking to invest overseas. The
article looks at their origins, their targets (with particular reference to the UK), and the rationale behind
their investments. It should be essential reading for all students of this option.
Energy matters Kashagan: case study of a troubled
oil ‘megaproject’
Students of the AS human option Energy issues will find this Energy Matters useful, in particular in
terms of global patterns of energy supply and the role of transnational companies (TNCs) in energy
production. TNCs face increasing challenges (physical, economic, engineering and environmental) in
finding further supplies of oil and gas that can be exploited. This article provides an account of some
of the issues in a relatively new area for oil exploration — the Caspian Sea in Kazakhstan. Students
will find useful case-study information with which to enhance their answers in the exam.
One further point — when the article was written the oil field was not yet in production. By coincidence,
on the morning of my son’s wedding in July this year, I met a man who had just returned from the oil
field. He confirmed to me that the field is now operational.
The big picture Managing erosion in coastal dunes.
This Big Picture will be of interest to students of the AS physical option Coastal environments.
Students will be familiar with the terms ‘hard’ and ‘soft’ engineering strategies, and they often assume
that they operate as an either/or. In the real world however, coastal managers often use such
techniques alongside each other — indeed, they are often more effective when used in this way. This
piece provides a useful case study of such a situation in north Wales.
This resource is part of GEOGRAPHY REVIEW, a magazine written for A-level students by
subject experts. To subscribe to the full magazine go
to: http://www.hoddereducation.co.uk/geographyreview
Philip Allan Publishers © 2015
www.hoddereducation.co.uk/geographyreview